Brian Garber
289 Followers
Modesto, California, United States
About the store
I currently teach AP Psychology, and CP Psychology (11th and 12th grades) at Enochs High School in Modesto CA, and have been doing so since 2009.
I have been teaching since 1993. Over the course of that time I have taught Math/Science Core at a middle school, World History to 7th and 10th graders, American History to 8th graders, Teen Issues, and math lab. After 15 years at Hanshaw Middle School in Modesto CA, I made the move to Enochs High School.
I am currently (1/31/25) the ONLY full time Psychology teacher in my district!! That makes me more rare than librarians....
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Psychology Lab Who's in Control? Gender or Class Differences Locus of Control
Who's in Control? Testing Gender or Class Differences in Locus of Control Students complete Rotter's Internal-External Locus of Control Scale and pool scores from male and female classmates or juniors and seniors to perform an independent samples t-test. The lab explores whether gender is associated with differences in perceived control over one's outcomes, and prompts students to consider social and cultural factors that might produce any observed differences. Students evaluate a fictional c
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Living Their Best Life? A Flourishing Scale Comparison
Living Their Best Life? A Flourishing Scale Comparison Students complete Diener's Flourishing Scale, which measures purpose, relationships, engagement, and personal contribution, then pool scores from juniors and seniors to run an independent samples t-test. The lab asks students to consider which components of flourishing might differ most between the two grade levels, or men and women and to critically evaluate assumptions about seniority and life experience. The lab supports positive psycho
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Emotional Intelligence: Is It More About Reading Others or Manag
Students complete the Emotional Intelligence scale (X), the Empathy Quotient EQ (Y), and the ERQ Cognitive Reappraisal subscale (Z), then collect all three scores from 9 classmates and run two correlations: EI vs. Empathy and EI vs. Emotion Regulation. The lab examines two core functions attributed to emotional intelligence — understanding others' emotions (empathy) and managing one's own emotions (reappraisal) — and asks which is more strongly correlated with overall EI scores. Students evaluat
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Psychopathy: Does It Come Out as Violence or Control?
Students complete the Hare Psychopathy Checklist PCL-22 (X), the Buss-Perry Aggression Questionnaire BPAQ (Y), and the Attributional Relationship Dominance scale ARD (Z), then collect all three scores from 9 classmates and run two correlations: Psychopathy vs. Aggression and Psychopathy vs. Dominance. The lab examines two behavioral expressions of psychopathy — overt hostile aggression and covert relational control — and asks which is more strongly predicted by psychopathic traits. Students eval
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Loneliness — More Connected to Depression or Social Anxiety?
Students complete the Three-Item Loneliness Scale (TILS) as their X variable, the Major Depression Inventory as their Y variable, and the Social Phobia Inventory (SPIN) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Loneliness vs. Depression and Loneliness vs. Social Anxiety — expecting positive relationships with both. Students compare which correlation is stronger and explain the psychological distinction between loneliness as a fea
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Hearing: How Much Louder to Notice a Difference?
Students apply Weber's Law (ΔI = k × I, where k = 0.1 for hearing) to calculate the just noticeable difference (JND) in loudness for ten stimulus intensities ranging from 20 to 110 dB. After completing the data table, students plot intensity on the x-axis and JND on the y-axis, identify the linear relationship, and explain in everyday language how the JND grows proportionally with intensity. A real-world application problem asks students to calculate the minimum loudness increase a concert-goer
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Smell: How Much Stronger Before You Notice?
Students apply Weber's Law (ΔI = k × I, where k = 0.05 for smell) to calculate JNDs for ten odor concentrations ranging from 20 to 500 AU (arbitrary units). After completing the data table and plotting the graph, students describe the linear intensity-JND relationship and explain how the olfactory system's sensitivity relates proportionally to baseline concentration. A real-world problem asks students to calculate the minimum odor increase a fragrance evaluator named Parfumia would detect at 120
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Taste: How Much Saltier Before You Notice?
Students apply Weber's Law (ΔI = k × I, where k = 0.20 for saltiness) to calculate JNDs for ten salt concentrations ranging from 1 to 40 g/L. The relatively high k value for taste (compared to vision and kinesthesis) gives students data that demonstrates taste's lower sensitivity to proportional changes. After graphing, students describe the linear relationship and explain what the larger k value implies about gustatory discrimination. A real-world problem asks students to calculate the minimum
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Temperature: How Hot Before You Feel the Diff.
Students apply Weber's Law (ΔI = k × I, where k = 0.07 for temperature) to calculate JNDs for ten temperatures ranging from 10 to 55°C. The lab introduces students to thermal sensation as a measurable, Weber's Law-governed sensory modality. After graphing and identifying the linear relationship, students explain how the JND for temperature grows with baseline temperature. A real-world problem asks students to calculate the minimum temperature increase a hot tub enthusiast named Chilldaddy would
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Touch: How Much Pressure Before You Feel More?
Students apply Weber's Law (ΔI = k × I, where k = 0.14 for touch/pressure) to calculate JNDs for ten pressure intensities ranging from 50 to 1500 g. The wide range of values — from light touch to heavy pressure — gives students data that clearly illustrates the proportional scaling of JND across a broad sensory range. After graphing, students describe the linear relationship. A real-world problem asks students to calculate the minimum pressure increase a massage therapist named Squishy would nee
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Vision: How Much Brighter Before Your Eye Notices
Students apply Weber's Law (ΔI = k × I, where k = 0.02 for brightness) to calculate JNDs for ten light intensities ranging from 100 to 3000 candelas (cd). The very low k value for vision — the lowest in the collection alongside kinesthesis — demonstrates that the visual system is among the most sensitive to proportional changes, requiring only a 2% change for detection. After graphing, students note the linear relationship and discuss the implications of the small k value. A real-world problem a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Kinesthesis: How Much Heavier Before You Feel It?
Students apply Weber's Law (ΔI = k × I, where k = 0.02 for kinesthesis) to calculate JNDs for ten lifted weights ranging from 100 to 5000 g. Sharing the same k value as vision (0.02), this lab allows for cross-modal comparison of sensitivity and demonstrates that the kinesthetic system — despite sensing a very different type of stimulus — matches visual sensitivity in proportional discrimination. After graphing, students describe the linear relationship. A real-world problem asks students to cal
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Go Outside: Nature Connectedness and Positive Mindset
Activity Description Students complete the Connectedness to Nature Scale and the Positive Mindset Index (PMI), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether feeling in tune with the natural world relates to a more positive mental outlook. Students explain the psychological mechanism — including attention restoration, stress reduction, and awe — that connects nature connectedness to positive mindset, and evaluate a dismissive fictional claim that n
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Narcissistic Traits: Do Juniors or Seniors Score Higher? A t-Test
Students complete the Narcissism Test at similarminds.com, a self-report measure of narcissistic personality traits including self-centeredness, entitlement, and a need for admiration. Students record their total scores and contribute to a class dataset organized by grade level. Junior and senior scores are entered into an independent samples t-test at socscistatistics.com to determine whether differences in narcissistic traits between grade levels are statistically significant. Students compare
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Accommodation and Agreeableness: Juniors vs. Seniors t-Test Lab
vStudents complete the Global 5 personality assessment at similarminds.com and record only their Accommodation score, which reflects cooperativeness, agreeableness, and a tendency to get along well with others. Students contribute their scores to a class dataset organized by grade level, then enter junior and senior Accommodation scores into an independent samples t-test at socscistatistics.com to evaluate whether grade-level differences are statistically significant. Students compare group aver
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Belonging Needs in Juniors vs. Seniors: A Maslow t-Test Lab
Students complete the Maslow Test at similarminds.com and record their Belonging/Love score, which reflects the strength of unmet needs for social connection and group membership as described in Maslows hierarchy of needs. Students contribute their scores to a class dataset organized by grade level, then enter junior and senior scores into an independent samples t-test at socscistatistics.com to evaluate whether differences in belonging needs are statistically significant. Students compare group
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Attachment Avoidance in Juniors vs. Seniors: A t-Test Lab
Students complete the Attachment Style Test at similarminds.com and record only their Avoidant score, which reflects discomfort with emotional closeness and a preference for self-reliance over intimacy. Students pool Avoidant scores with classmates organized by grade level, then enter junior and senior scores into an independent samples t-test at socscistatistics.com to evaluate whether attachment avoidance differs significantly between grade levels. Students compare group averages, interpret st
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Introversion vs. Extraversion: Do Juniors or Seniors Score Higher
Students complete the Introversion/Extraversion Test at similarminds.com and record their Introversion score, which reflects preference for solitary activities, internal processing, and lower social stimulation. Students contribute their scores to a class dataset organized by grade level. Junior and senior Introversion scores are then entered into an independent samples t-test at socscistatistics.com to evaluate whether differences between grade levels are statistically significant. Students com
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Freudian Oral Personality Traits: Juniors vs. Seniors t-Test Lab
Students complete the Freudian Personality Test at similarminds.com and record only their Oral score, which measures traits associated with Freuds oral stage of psychosexual development, including dependency and verbal expressiveness. Students pool Oral scores with classmates organized by grade level, then enter junior and senior scores into an independent samples t-test at socscistatistics.com to evaluate whether grade-level differences are statistically significant. Students compare group aver
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Vocabulary Knowledge: Do Seniors Score Higher Than Juniors? A t-T
Students complete the Vocabulary IQ Test (VIQT) at openpsychometrics.org, a validated measure of vocabulary knowledge used as an estimate of verbal intelligence. Students record their total scores and contribute to a class dataset organized by grade level. Junior and senior scores are entered into an independent samples t-test at socscistatistics.com to determine whether vocabulary differences between grade levels are statistically significant. Students compare group averages, interpret the stat
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Showing 1-20 of 206 results
About the store
Experience
I currently teach AP Psychology, and CP Psychology (11th and 12th grades) at Enochs High School in Modesto CA, and have been doing so since 2009.
I have been teaching since 1993. Over the course of that time I have taught Math/Science Core at a middle school, World History to 7th and 10th graders, American History to 8th graders, Teen Issues, and math lab. After 15 years at Hanshaw Middle School in Modesto CA, I made the move to Enochs High School.
I am currently (1/31/25) the ONLY full time Psychology teacher in my district!! That makes me more rare than librarians....
Teaching style
Mostly direct instruction, with tons of demos, activities and labs.
My attitude is that I want my kids DOING Psychology as much as possible, whether in the lab or in the "real world."
Awards & shining teacher moments
Can't say I have ever been honored but I was featured in a district newsletter for my work with resource students.
I get good reports from my colleagues whose kids have taken my class.
I have had people tell me for years that my curriculum was great and that I should sell it...well, here it is...I think that the quality of the materials speaks for itself.
My own education history
BA Psychology California State University Stanislaus 90'
Multiple subject clear credential Chapman University
Single subject clear credential (Social Science) Chapman University
Additional biographical information
I am always on the lookout for a new lab or activity idea.
Since I teach psychology full time that is naturally where I allocate the most effort.
While my materials are mostly Psychology related, you will also find World History, Statistics, General Mathematics and Art mixed in.
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